The Present Situation Research And Countermeasure Of Problem Teaching Method In Junior Middle School History Classroom Teaching

"There is always a deep-rooted need in the heart of a person who feels like a discoverer,researcher,and explorer," Sukhomlinsky said In our daily teaching,we often focus on the content of the examination,consolidate knowledge by rote memorization,cope with the examination,and ignore the interest and desire of students.Indeed,the quality of education and teaching achievement are the key elements of school education,which every teacher must face up to.To ensure the quality of education and improve the teaching results,effective teaching methods must be selected in classroom teaching.Problem teaching is one of many effective teaching methods,which has certain use value and practical significance compared with the traditional teaching method of narration.It can combine the students’ desire for exploration and the content of the examination as much as possible,which can satisfy the curiosity of the students about history and teach them some methods of analyzing historical events in the invisible way.According to my own teaching practice experience,I think that when a history teacher uses the question teaching in the postgraduate classroom teaching,according to its actual situation,I choose the most suitable way to ask and ask questions for myself and its students,and better serve junior high school students,and effectively improve the students’ participation and cognitive ability in the history classroom.It is an important skill to inspire and train students’ thinking by using problem teaching method.The full integration of "teaching" of history teachers and students’ learning is an effective and effective technique for stimulating and cultivating students’ interest in learning,enhancing the learning efficiency of history classroom and improving students’ historical quality and achievement.This paper first uses questionnaire to understand the use of problem teaching method in the history classroom of several junior high school schools in Chuxiong City.It is found that most of the teachers in the school are mainly based on the traditional narrative method,and the questions raised are mainly referring to the teacher books,ignoring the students’ independent questions and classroom generation problems.Then,we interviewed several history teachers and students in the same school,and analyzed the reasons why the problem teaching method didn’t work well in the middle school classroom.Taking Chuxiong No.1 Middle School in Chuxiong City,Yunnan Province as an example,this paper respectively looks for a history course in the first to third grade courses,and uses the problem teaching method to carry out the practical research on the curriculum.There are students who ask questions independently,and teachers ask questions according to the contents of the course and the key points of the examination.The "problem" is regarded as the main line throughout the teaching process,which makes students find,think and explore the problem;make the classroom teaching create the situation with the "problem" as the main line,activate the classroom and train the thinking.In the future teaching,teachers should change their own teaching style of instilling,set up the awareness of asking questions,strengthen the ability of processing and handling problems,form a complete problem chain,and enhance the ability of language expression and classroom organization,so as to improve the efficiency of teaching.